Lesson: Find a number more than a number.
Teaching content: Case 23,4 (1) and Exercise 4,1.
Teaching objectives:
Knowledge and skills
(1) Make students understand and master the quantitative relationship of the application problem "Find a number more than one number" and answer it correctly.
(2) Through the process of observing, analyzing, thinking and solving problems, cultivate students' ability to solve practical problems.
Process and method
Through students' observation, operation and other practical activities, students' ability to collect and process information and to find and solve problems is cultivated.
Emotional attitudes and values
In the process of learning and operating, enhance the awareness of learning and using mathematics.
Teaching emphases and difficulties:
In the process of observing the operation, I felt the process and method of "seeking more than seeking"
Teaching methods and learning methods:
Teaching method: combining dialogue with discussion.
Learning method: independent inquiry method.
Teaching preparation:
Multimedia courseware.
Teaching process:
First, review and pave the way
(1) Sing the children's song "Left Hand and Right Hand". How about we talk about the number of fingers in the left hand and the right hand?
Lead out: as much.
(2) Projection shows the title map.
① How much more than ○?
(2) How to form.
Second, the new curriculum teaching
(1) Example 4( 1) Read the questions by name.
(2) Analyze and understand the meaning of the question and answer in parallel.
What is the first condition that this question tells us?
② What is the second condition?
What can you see from this condition?
(4) Based on class one, which class is more and which class is less?
⑤ Then the number of red flags in Class Two can be divided into two parts?
6. How many faces are there in Class One? How many more than Class One?
⑦ What is this question?
How many red flags are there in Class Two? What about these two parts? What is the formula?
Third, consolidate the practice.
(1) Think about the following two sentences. What is more than what? What are the two extra parts?
There are three more apples than pears.
② There are 2 more white rabbits than black rabbits.
(2) Complete Exercise 4, Question 1.
(3) Listen to the tape and answer this question.
① There are 4 1 little monkey, 3 big monkeys are more than little monkeys, how many big monkeys are there?
② The height of sika deer 1 m, the giraffe is 3 meters taller than sika deer, and how many meters is the giraffe?
③ The weight of the red panda 10 kg, the giant panda's weight is 20 kg, and the giant panda's weight is how many kg?
Fourth, summary.
In this lesson, people learned the application problem of "finding a number more than one number". The key is to grasp who is more than who, who talks nonsense more and who talks nonsense less, divide the more into two parts, and combine the two parts to calculate by addition.
blackboard-writing design
Find a number greater than the number.
1 class got 12 little red flag, class 2 got 3 more than 1 class, how much did class 2 get?
The first 1 class: 12
Class 2: There are as many noodles as Class 1, and there are more noodles than Class 1.
12+3 = 15 (face)
Answer: Class Two got 15.
Reflection after class
The application of "finding a number greater than a number" is a difficult point in the teaching of simple application problems in lower grades, and its basis is to find the difference between two numbers. The key is to make students understand that large numbers are composed of the same parts as decimals and many parts with decimals. Ask for a bigger number and add up the two parts. In the teaching process, we should give full play to students' main role, carefully guide students to observe, operate, discuss and reason, and let students explore the law themselves.